Notes: the lines that matter
A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.
Reasonable adjustments
A short note on Reasonable adjustments. The figure to hold onto is written into the plan and shared with every teacher; what matters is that a plan only the SENCO knows about is not a plan.
The primary source has the final word, and it is worth a minute to check it.
Write down what you find before you decide anything; it makes the next step obvious. That is the whole of Reasonable adjustments for most readers.
Sensory needs
If you are looking into Sensory needs, start here: asked about, in every SEMH assessment. The point is that noise, light and touch sensitivities are easy to miss.
That is a general note rather than a rule; check the current details before you rely on it.
Keep the paperwork; it is the proof when something is queried later. Knowing this about Sensory needs prevents most mistakes.
Observation
Observation in one line: several settings and times not one lesson. Beyond the number, behaviour in a maths lesson and in the playground often tell different stories.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
If something changes, note the date; patterns only show up with dates on them. In short, Observation is worth a minute before you commit.
Reviewing the plan
Reviewing the plan: the line most people need is termly, at least. In practice, a plan that has not changed in a year has probably not been reviewed.
The primary source has the final word, and it is worth a minute to check it.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of Reviewing the plan for most readers.
Emotional literacy
A short note on Emotional literacy. The figure to hold onto is named feelings as a measurable skill; what matters is that a child who can name a feeling can usually be taught to manage it.
That is a general note rather than a rule; check the current details before you rely on it.
Do the cheap checks before the expensive ones. Knowing this about Emotional literacy prevents most mistakes.
Measuring progress
If you are looking into Measuring progress, start here: the baseline chart repeated, after the support. The point is that the comparison, not the impression, decides the next cycle.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
Write down what you find before you decide anything; it makes the next step obvious. In short, Measuring progress is worth a minute before you commit.
Language
Language in one line: a speech and language check for younger pupils. Beyond the number, a child who cannot say what is wrong shows it instead.
The primary source has the final word, and it is worth a minute to check it.
Keep the paperwork; it is the proof when something is queried later. That is the whole of Language for most readers.
Relationships with adults
Relationships with adults: the line most people need is one trusted adult, as the aim. In practice, it is the single factor most consistently linked with improvement.
That is a general note rather than a rule; check the current details before you rely on it.
If something changes, note the date; patterns only show up with dates on them. Knowing this about Relationships with adults prevents most mistakes.
Figures are general guidance; the primary source takes precedence.
This note is part of the SEMH Assessment notes desk, a set of short factual pages used to study how search engines read pages.